UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 5 Facet: Perspective Grade Level: 11 & 12 Numbers of Days: 3 Topic: Editing and Evaluating for Improvements
PART I: Objectives
The students will understand different techniques to evaluate and edit their work.
The students will know that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work
The students will be able to evaluate work for improvements and utilize radical revision techniques.
Product: Google Docs
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade level: 11 & 12 Domain: Writing Cluster: Production and Distribution of Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Rationale: Through various peer and individual editing activities the students will learn how to evaluate for improvements.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction Involving a modified Microscope (activity) students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. Section II – timely feedback for products (self, peer, teacher)
The students will meet with the teacher one-on-one and discuss their revisions.
During the one-on-one meeting the teacher will provide feedback and suggestions
The students will provide feedback to one another as well.
The students will also use the rubric to edit their own pieces.
Summative (Assessment of Learning): Google Docs (10 Points): At this point students will have their last draft before their final work complete. Students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson.
Integration Technology: Using Google Docs, the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson. Content Areas: Social Studies- Knowing how to edit and evaluate written works is important to all content areas. For Social Studies, the students will be able to better evaluate sources before using them, and their own works before submission.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Through a Pairs Check students will pair up and asses each others' drafts.
Using a Goal-Reason Web students will try to break each others work into its key components.
Section II – Groups and Roles for Product The product(s) are very interpersonal and involve a lot of peer-editing, though the intrapersonal students will have time to independently finish their essays as well.
Differentiated Instruction MI Strategies Verbal: Students will have the opportunity to talk through their papers with others. Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided. Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes. Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced. Intrapersonal: Much time will focused on students editing their own work. Interpersonal: Students will have the opportunity to work with other on editing.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions Type II technology: Using Google Docs the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson. Gifted Students: The teacher will individualize learning for all students. As the teacher assesses the rough drafts s/he will play devil's advocate to entice and promote deeper investigations through probing questions. Doing so will allow the students to choose which topics to explore further. The teacher should keep a journal with all suggestions.
Materials, Resources and Technology Laptops Checklist for assessment Projector
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Classroom Arrangement: The desks will be arranged in a circular fashion. Day One: Editing Techniques and Group Editing (80 Minutes) Hook: The students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided? (twitchy.com/2013/03/07/cbs-article-on-illiteracy-riddled-with-spelling-errors-punctuation-mistakes/ Article on, and quotes from, CBS's sloppy article) (5 minutes) Instructional Period: Radical Revisions (3 methods) (45 minutes), Color-coating system (10 minutes), and Cut & Rearrange (10 minutes) (65 minutes) Review: Go over all requirements for finished persuasive essay. (10 minutes)
Day Two: Further Editing (80 Minutes) Introduce Product: Explain to the students how to upload their papers to Google Docs; students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson. The product will be due before the next class. (15 minutes) Group Activity: Pairs Check- The students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key component. (25 minutes) Independent Activity: Involving a modified Microscope students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. Students will meet with the teacher one-on-one and discuss their revisions. The teacher should be moving around and keeping the students focused. (30 minutes)
Day Three: Refining and Conferencing (80 Minutes) Refining and Conferencing: The entire class the students will be able to finalize their persuasive essays. The teacher will meet with the students one-on-one and assess their works and provide suggestions. (80 minutes)
The students will understand different techniques to evaluate and edit their work. Published works go through several processes of editing and revision before publication, because writing is a process that is subjective and nearly impossible for any single person to perfect. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. For the hook, the students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided? (twitchy.com/2013/03/07/cbs-article-on-illiteracy-riddled-with-spelling-errors-punctuation-mistakes/ Article on, and quotes from, CBS's sloppy article). Where, Why , What, Hook Tailors: Visual, verbal, and logical. The students will know that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work. The teacher will introduce the following: Radical Revisions (3 methods), Color-coating system, and Cut & Rearrange; then review the essay requirements. Next, a Pairs Check will take place, the students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key component. Following is an independent activity involving a modified Microscope students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. Students will meet with the teacher one-on-one and discuss their revisions. The teacher should be moving around and keeping the students focused. Equip, Explore, Rethink, Tailors: Interpersonal, intrapersonal, verbal, visual, logical, naturalist, musical. The students will be able to evaluate work for improvements and utilize radical revision techniques. Using Google Docs, the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson. At this point students will have their last draft before their final work complete. The students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson. The students will have a lot of time in class to edit and conference with the teacher. Explore, Experience, Revise, Refine, Tailors: Logical, interpersonal, interpersonal.
Students will self-asses using a rubric available to them stating and defining the various aspects of the persuasive essay. Using the same rubric the teacher will make comments and provide feedback as needed to ensure understanding. This final conferencing will allow the students to make any final revisions before starting the unit’s final product. Evaluate, Tailors: Verbal, logical, intrapersonal, interpersonal.
Content Notes
Radical Revisions: Method 1:
Read intro. and read conclusion
Decide which is a stronger section to get your point across.
Delete the weaker
Re-write the section you deleted in a stronger manner.
Method 2:
Search for all quotes.
Delete quote analysis
Re-write thinking about the quotation as it pertains to your whole paper.
Method 3:
Delete the first and last sentences of all paragraphs, excluding the intro.
Re-write transitions.
Handouts Radical Revision Techniques Goal-Reason Web Persuasive Essay Rubrics (Back-ups)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning Styles Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product. Microscope: At this point the students will be putting the final touches on their rough drafts; they will have participated in several individual and group activities, as well as meeting with the teacher, so they should know where to lend more focus in their papers. Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions. Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups. Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 -Assessment.The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative:
Involving a modified Microscope (activity) students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far.
The students will also use all of the knowledge they have gained up to know to assess their peers’ work.
Summative:Google Docs: At this point students will have their last draft before their final work complete. Students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson. Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Content Knowledge: (See Content Notes) Common Core State Standards Facet: Interpret- The students will evaluate both their own and peers works for revisions and improvements. Rationale: It cannot be stressed enough how important the skill of interpreting and editing is to an author. The students have had the time to finalize their ideas and now it is time for them to go back and rework things to the best they can be.
Standard 8 -Instructional Strategies.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. MI Strategies Verbal: Students will have the opportunity to talk through their papers with others. Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided. Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes. Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced. Intrapersonal: Much time will focused on students editing their own work. Interpersonal: Students will have the opportunity to work with other on editing.Type II Technology:: Using Google Docs the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson. Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: D- The entire unit has lead up to this lesson and it is time for the students to justify, assess, and adjust their works through group activities, individual activities, and conferences with the teacher: all of which are assisted through the interactive editing features on Google Docs.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: D- One could say that every activity in this lesson is a formative assessment; the students are refining their persuasive works for submission, through group and individual activities, and conferences with the teacher.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 5 Facet: Perspective
Grade Level: 11 & 12 Numbers of Days: 3
Topic: Editing and Evaluating for Improvements
PART I:
Objectives
- The students will understand different techniques to evaluate and edit their work.
- The students will know that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work
- The students will be able to evaluate work for improvements and utilize radical revision techniques.
Product: Google DocsMaine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade level: 11 & 12
Domain: Writing
Cluster: Production and Distribution of Writing
Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Rationale: Through various peer and individual editing activities the students will learn how to evaluate for improvements.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Involving a modified Microscope (activity) students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far.
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
Google Docs (10 Points): At this point students will have their last draft before their final work complete. Students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson.
Integration
Technology: Using Google Docs, the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson.
Content Areas: Social Studies- Knowing how to edit and evaluate written works is important to all content areas. For Social Studies, the students will be able to better evaluate sources before using them, and their own works before submission.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
- Through a Pairs Check students will pair up and asses each others' drafts.
- Using a Goal-Reason Web students will try to break each others work into its key components.
Section II – Groups and Roles for ProductThe product(s) are very interpersonal and involve a lot of peer-editing, though the intrapersonal students will have time to independently finish their essays as well.
Differentiated Instruction
MI Strategies
Verbal: Students will have the opportunity to talk through their papers with others.
Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided.
Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes.
Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced.
Intrapersonal: Much time will focused on students editing their own work.
Interpersonal: Students will have the opportunity to work with other on editing.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions
Type II technology: Using Google Docs the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson.
Gifted Students: The teacher will individualize learning for all students. As the teacher assesses the rough drafts s/he will play devil's advocate to entice and promote deeper investigations through probing questions. Doing so will allow the students to choose which topics to explore further. The teacher should keep a journal with all suggestions.
Materials, Resources and Technology
Laptops
Checklist for assessment
Projector
Source for Lesson Plan and Research
//http://twitchy.com/2013/03/07/cbs-article-on-illiteracy-riddled-with-spelling-errors-punctuation-mistakes/// Newspaper article- Will be used to demonstrate poor editing.
http://www.eduplace.com/graphicorganizer/pdf/goal_reason.pdf Goal-Reason Web- Using this the students will try to break each others work into its key component.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Classroom Arrangement: The desks will be arranged in a circular fashion.
Day One: Editing Techniques and Group Editing (80 Minutes)
Hook: The students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided? (twitchy.com/2013/03/07/cbs-article-on-illiteracy-riddled-with-spelling-errors-punctuation-mistakes/ Article on, and quotes from, CBS's sloppy article) (5 minutes)
Instructional Period: Radical Revisions (3 methods) (45 minutes), Color-coating system (10 minutes), and Cut & Rearrange (10 minutes) (65 minutes)
Review: Go over all requirements for finished persuasive essay. (10 minutes)
Day Two: Further Editing (80 Minutes)
Introduce Product: Explain to the students how to upload their papers to Google Docs; students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson. The product will be due before the next class. (15 minutes)
Group Activity: Pairs Check- The students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key component. (25 minutes)
Independent Activity: Involving a modified Microscope students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. Students will meet with the teacher one-on-one and discuss their revisions. The teacher should be moving around and keeping the students focused. (30 minutes)
Day Three: Refining and Conferencing (80 Minutes)
Refining and Conferencing: The entire class the students will be able to finalize their persuasive essays. The teacher will meet with the students one-on-one and assess their works and provide suggestions. (80 minutes)
The students will understand different techniques to evaluate and edit their work. Published works go through several processes of editing and revision before publication, because writing is a process that is subjective and nearly impossible for any single person to perfect. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. For the hook, the students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided? (twitchy.com/2013/03/07/cbs-article-on-illiteracy-riddled-with-spelling-errors-punctuation-mistakes/ Article on, and quotes from, CBS's sloppy article).
Where, Why , What, Hook Tailors: Visual, verbal, and logical.
The students will know that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work. The teacher will introduce the following: Radical Revisions (3 methods), Color-coating system, and Cut & Rearrange; then review the essay requirements.
Next, a Pairs Check will take place, the students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key component. Following is an independent activity involving a modified Microscope students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. Students will meet with the teacher one-on-one and discuss their revisions. The teacher should be moving around and keeping the students focused.
Equip, Explore, Rethink, Tailors: Interpersonal, intrapersonal, verbal, visual, logical, naturalist, musical.
The students will be able to evaluate work for improvements and utilize radical revision techniques. Using Google Docs, the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson. At this point students will have their last draft before their final work complete. The students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson. The students will have a lot of time in class to edit and conference with the teacher.
Explore, Experience, Revise, Refine, Tailors: Logical, interpersonal, interpersonal.
Students will self-asses using a rubric available to them stating and defining the various aspects of the persuasive essay. Using the same rubric the teacher will make comments and provide feedback as needed to ensure understanding. This final conferencing will allow the students to make any final revisions before starting the unit’s final product.
Evaluate, Tailors: Verbal, logical, intrapersonal, interpersonal.
Content Notes
Radical Revisions:
Method 1:
Method 2:
Method 3:
Handouts
Radical Revision Techniques
Goal-Reason Web
Persuasive Essay Rubrics (Back-ups)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product.
Microscope: At this point the students will be putting the final touches on their rough drafts; they will have participated in several individual and group activities, as well as meeting with the teacher, so they should know where to lend more focus in their papers.
Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions.
Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups.
Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
- Involving a modified Microscope (activity) students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far.
- The students will also use all of the knowledge they have gained up to know to assess their peers’ work.
Summative:Google Docs: At this point students will have their last draft before their final work complete. Students will upload their work to Google Docs and make it available to their peers. Each students will be expected to read multiple essays and leave feed back, as well as justifications for their comments, to prove that they have a firm understanding of the lesson.Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Common Core State Standards
Facet: Interpret- The students will evaluate both their own and peers works for revisions and improvements.
Rationale: It cannot be stressed enough how important the skill of interpreting and editing is to an author. The students have had the time to finalize their ideas and now it is time for them to go back and rework things to the best they can be.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Students will have the opportunity to talk through their papers with others.
Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided.
Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes.
Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced.
Intrapersonal: Much time will focused on students editing their own work.
Interpersonal: Students will have the opportunity to work with other on editing.Type II Technology: : Using Google Docs the students will be able to upload and actively assess each others' work; immediate feedback, effortless commenting, and live-action updating makes this program essential to the lesson.
Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: D- The entire unit has lead up to this lesson and it is time for the students to justify, assess, and adjust their works through group activities, individual activities, and conferences with the teacher: all of which are assisted through the interactive editing features on Google Docs.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: D- One could say that every activity in this lesson is a formative assessment; the students are refining their persuasive works for submission, through group and individual activities, and conferences with the teacher.